Piloting development and integration of “hands on” epidemiological research projects into the curriculum within health professional and public health study programs – students and academic staff co-creation

Introduction: To create new innovative epidemiological research projects designed to be integrated in the learning process for bachelor/master students are not made explicit in curricula planning or based on academic or pedagogical considerations. Undertaking research projects in student-teacher partnership is a relatively new and not widespread activity in higher education contexts. Co-creation in teaching, learning and research can impact students’ belonging, mattering, and learning cultivating the student-teacher relationship. Aims: To explore the implementation of integrating epidemiological research projects in teaching activities in co-creation with students. Secondly, to develop learning resources to be implemented in the curriculum and used in classroom settings and the learning management system. Methods: We arranged workshops with students to identify research topics of interest. Based on topics we collaborated with students and teachers in biomedical laboratory science, clinical nutrition, public health, and medicine to develop research protocols and integrate it into the students’ activities to fit the classroom activities. We developed and conducted four pilot studies. Finally, students wrote thesis at bachelor and master level and prepared scientific publications together with researchers. Results: Research fields identified were concentrated on well-being as students. This resulted in a study of the mental health trajectories during the covid-19 pandemic and use of apps and involved students from master in public health. Another study explored the effect of coffee on the cholesterol levels and involved students from three study programs. The third study is ongoing and aim to explore different methods to measure stress among students, via hair cortisol levels, self-report of perceived stress, and qualitative interviews. Lastly, an ongoing pilot study on how first year’s students learn to learn in higher education is conducted with an intervention aiming to support students develop and use effective learning strategies. Conclusions: Undertaking research projects in student-teacher partnership is a demanding process that requires massive planning and logistics to conduct within the curriculum design. On the other hand, building on the co-creation, it builds and sustain relationship-rich education that have the potential to strengthen students’ wellbeing and learning in higher education, together with development of pedagogical considerations for educators that includes student involvement.